Moral Local and Global Consciousness in Teacher Education: Designing an Artful Reparative Pedagogy Pauline Sameshima Washington State University

manufacturing engine to a services-driven enterprise developing skills and knowledge bases not enough dynamically develop imagination, creativity, flexibility, holistic thinking, interdisciplinary perspectives, and deep mindfulness

Reparative Pedagogy an artful curriculum design and pedagogical focus which inspires and supports collaborative partnerships and the intentional construction of learning exchanges which encourage local and global cross-disciplinarity

Reparative Pedagogy The act or process of repairing Something paid to compensate To redress, adjust a balance Making amends

Reparative Pedagogy More than building a curriculum frame or allowing currere to develop progressively The program intentionally highlights individual relational points – situationality immersed in points of political compassion, collective social action, and ecological health.

Reparative Pedagogy Washington State University College of Education Undergraduate program Fine Arts Integration

Fine Arts Integration The course focuses on design, invention, creation, and presentation culminating in a final public presentation – a means to communicate the production of knowledge to the pubic One Aspect of Reparation: Clock hours

Fine Arts Integration Context Intention Examples

Fine Arts Integration Visual Arts Dance Drama Music Experience with these arts Integration of the arts in other subjects Development of an artful teacher identity

Fine Arts Integration It is through the arts that cultural values are most vividly expressed . . . . There is growing evidence that standards of achievement rise through a broad and balanced curriculum that includes the arts, in which children are able to play to their strengths and to make connections with what they know. Ken Robinson (2001, Renaissance in the Classroom, pp. xix-xx)

Building Connections It is through the arts that cultural values are most vividly expressed . . . . There is growing evidence that standards of achievement rise through a broad and balanced curriculum that includes the arts, in which children are able to play to their strengths and to make connections with what they know. Ken Robinson (2001, Renaissance in the Classroom, pp. xix-xx)

Building Connections WSU Museum of Art WSU Electronic Music Association WSU Recreation Center: Leadership Place-based education organizations Near and Far Artists and Musicians

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